Spring 2012 Student Performance Analysis
|
|
- Winifred Hines
- 6 years ago
- Views:
Transcription
1 Spring 2012 Student Performance Analysis Algebra I Standards of Learning Presentation may be paused and resumed using the arrow keys or the mouse. 1
2 Representing and Evaluating Cube Roots and Square Roots SOL A.1 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given replacement values of the variables. 2
3 Suggested Practice for SOL A.1 Students need additional practice using replacement values to evaluate expressions with cube roots and square roots. 3
4 Suggested Practice for SOL A.1 Students need additional practice translating expressions with square and cube roots. Translate into an algebraic expression: a) The quotient of the square root of x and five b) The cube root of the product of x and y, less twelve c) The sum of the square root of sixteen and the product of four and the cube root of eight Translate into a verbal expression: d) Five times the cube root of the product of 4 and x less the square root of y e) A number y plus the cube root of a number x 4
5 SOL A.2 Performing Operations on Polynomials The student will perform operations on polynomials, including a) applying the laws of exponents to perform operations on expressions; b) adding, subtracting, multiplying, and dividing polynomials; and c) factoring completely first- and second-degree binomials and trinomials in one or two variables. Graphing calculators will be used as a tool for factoring and for confirming algebraic factorizations. 5
6 Suggested Practice for SOL A.2 Students need additional practice finding the quotient of a trinomial and a binomial and using exponent rules when negative numbers are involved. Find the quotient: a) b) Simplify: c) d) e) 6
7 Suggested Practice for SOL A.2 Students need additional practice identifying factors of the polynomial from the graph of the related quadratic function. What are the apparent factors of the function f(x)? f(x) Related questions: the x-intercepts are 1 and 3, Identify all x- and y-intercepts of the function f(x). (SOL A7.d) and the y-intercept is 3. Identify the domain and range of the function f(x). (SOL A7.b) The domain is all real numbers and the range is any number greater than or equal to -1.
8 SOL A.3 Express Square Roots and Cube Roots in Simplest Radical Form The student will express the square roots and cube roots of whole numbers and the square root of a monomial algebraic expression in simplest radical form. 8
9 Suggested Practice for SOL A.3 Students need additional practice simplifying square roots of monomial expressions and cube roots of whole numbers. Completely simplify: a) b) c) d) 9
10 SOL A.4 The student will solve multistep linear and quadratic equations in two variables, including Solving Linear and Quadratic Equations a) Solving literal equations (formulas) for a given variable; b) Justifying steps used in simplifying expressions and solving equations, using field properties and axioms of equality that are valid for the set of real numbers and its subsets; c) Solving quadratic equations algebraically and graphically; d) Solving multistep linear equations algebraically and graphically; e) Solving systems of two linear equations in two variables algebraically and graphically; and f) Solving real-world problems involving equations and systems of equations. Graphing calculators will be used both as a primary tool in solving problems and to verify algebraic solutions.
11 Suggested Practice for SOL A.4 Students need additional practice solving a literal equation for a given variable. Solve each equation: a) b) 11
12 Suggested Practice for SOL A.4 Students need additional practice solving multi-step equations with the variable on both sides and with fractions. Students also need additional practice justifying steps in solving a linear equation. Solve for x: What property justifies the work between each step? 12
13 Suggested Practice for SOL A.4 Students need additional practice identifying a solution or root of a quadratic equation. Find the solutions or roots of the function. a) b) 13
14 Suggested Practice for SOL A.4 Students need additional practice finding the x value or the y value for a solution to a system of equations and identifying a system of equations with one real solution, no real solution, or infinitely many solutions. Find the x-value of the solution to this equation: Identify whether this system of equations has one real solution, no real solution or infinitely many solutions: No real solution 14
15 SOL A.5 The student will solve multistep linear inequalities in two variables, including Solving Multi-Step Inequalities and Systems of Inequalities a) Solving multistep linear inequalities algebraically and graphically; b) Justifying steps used in solving inequalities, using axioms of inequality and properties of order that are valid for the set of real numbers and its subsets; c) Solving real-world problems involving inequalities; and d) Solving systems of inequalities. 15
16 Suggested Practice for SOL A.5 Students need additional practice identifying solutions to a system of inequalities. Graph the solution to the system of inequalities: A a) Name two points that are in the solution set. b) Select the point(s) that are part of the solution set: (-7,-2) (-6,0) (-6,1) (-4,2) (-4,4) (-3,0) (2,3) (4,4) Any point located within region A.
17 Suggested Practice for SOL A.5 Students need additional practice solving multistep linear inequalities which require a sign change. Solve and graph on a number line: 17
18 SOL A.6 Identifying or Plotting Two Points on a Given Line and Writing Equations of a Line The student will graph linear equations and linear inequalities in two variables, including a) Determining the slope of a line when given an equation of the line, the graph of the line, or two points on the line. Slop will be described as rate of change and will be positive, negative, zero, or undefined; and b) Writing the equation of a line when given the graph of the line, two points on the line, or the slope and a point on the line. 18
19 Suggested Practice for SOL A.6 Students need additional practice plotting two points that lie on a line. Plot two points that lie on the line: a) b) A related question would be to ask students to name the slope of these two lines.
20 Suggested Practice for SOL A.6 Students need additional practice identifying the equation of a line given a point and the x- or y-intercept. Write the equation of a line that: a) Passes through the point (4,-2) and has an x-intercept of 3 b) Passes through the point (5,1) and has a y-intercept of -3 c) Graph the lines represented in a and b above. a 20 b
21 Investigating and Analyzing Functions SOL A.7 The student will investigate and analyze function (linear and quadratic) families and their characteristics both algebraically and graphically, including a) determining whether a relation is a function; b) domain and range; c) zeros of a function; d) x- and y-intercepts; e) finding the values of a function for elements in its domain; and f) making connections between and among multiple representations of g) functions including concrete, verbal, numeric, graphic, and algebraic. 21
22 Suggested Practice for SOL A.7 Students need additional practice plotting zeros of linear and quadratic functions. Graph these functions on a coordinate plane and identify the zeros of the function: a) b) c) 22
23 Analyzing Direct and Inverse Variations SOL A.8 The student, given a situation, will analyze a relation to determine whether a direct or inverse variation exists, and represent a direct variation algebraically and graphically and an inverse variation algebraically. 23
24 Suggested Practice for SOL A.8 Students need additional practice selecting or plotting ordered pairs to make a relation that is a direct variation. Select three of these points that will create a relation that is a direct variation. 24
25 Suggested Practice for SOL A.8 Point A (-3,3) lies on a line that represents a direct variation equation. Plot three other points on that line. A 25
26 Suggested Practice for SOL A.8 Students need additional practice identifying an equation that represents a real world direct or inverse variation and identifying the type of variation. This chart shows how the cost per person to rent a vacation home varies with the number of people in a group. Cost Per Person to Rent a Vacation Home Number of People in Group Cost Per Person ($) Which statement is true about the relationship? a) It is a direct variation relationship because. b) It is a direct variation relationship because. c) It is an inverse variation relationship because. d) It is an inverse variation relationship because.
27 Interpret Standard Deviation and Z-Scores SOL A.9 The student, given a set of data, will interpret variation in real-world contexts and calculate and interpret mean absolute deviation, standard deviation, and z-scores. 27
28 Suggested Practice for SOL A.9 Students need additional practice finding values within a given standard deviation of the mean. A teacher gave a quiz. The following stem-and-leaf plot shows the scores of the students in her class. Quiz Scores STEM LEAF The mean score of this data set is 70 and the standard deviation (rounded to the nearest tenth) is Which scores are within one standard deviation of the mean? Any student who scored a 60, 70 or 80 scored within one standard deviation of the mean Key: 6 0 equals 60
29 Suggested Practice for SOL A.9 Students need additional practice identifying an interval in which an element lies. A data set has a mean of 16.5 and a standard deviation of 3. The element x has a z-score of 1.5. In which interval does the element lie? 10.5 x < x < x < x < x <
30 Suggested Practice for SOL A.9 Students need additional practice finding an element of a data set given the mean, standard deviation, and z-score. A data set has a mean of 34 and a standard deviation of 4.5. An element in the data set has a z-score of a) Without doing a calculation, state whether this element is less than, equal to, or greater than 34. b) Determine the element of the data set. a) Less than 34 (the mean) because the z-score is negative. b) The element is
31 Analyzing Box-and-Whisker Plots SOL A.10 The student will compare and contrast multiple univariate data sets, using box-and-whisker plots. 31
32 Suggested Practice for SOL A.10 Students need additional practice analyzing changes to a data set when a data point is added or removed, and analyzing two box-andwhisker plots to draw a conclusion about the distribution of the data. This box-and-whisker plot represents nine pieces of data. No number is repeated. The number 23 is removed from the data set and a new box-and-whisker plot is drawn. Compared to the values in the original box-and-whisker plot, describe the changes to each of these values (increases, decreases or stays the same): a) the lower extreme It stays the same. b) the lower quartile It stays the same. c) the median It decreases. d) the upper quartile It decreases. e) the upper extreme It decreases.
33 Suggested Practice for SOL A.10 Each of these box-and-whisker plots represents a data set with 10 distinct elements. Which statements about these plots appear to be true? a) There are more elements in the lower quartile of plot B than plot A, because the left whisker of plot B is longer than the left whisker of plot A. b) Since both data sets have 10 distinct elements, the box of plot A and the box of plot B contain the same number of elements. c) There are fewer elements in the upper quartile of plot B than plot A, because the right whisker of plot B is shorter than the right whisker of plot A. d) The interquartile range of plot A is greater than the interquartile range of plot B. e) The range of both plots are equal.
34 Using the Curve of Best Fit SOL A.11 The student will collect and analyze data, determine the equation of the curve of best fit in order to make predictions, and solve real-world problems, using mathematical models. Mathematical models will include linear and quadratic functions. 34
35 Suggested Practice for SOL A.11 Students need additional practice making predictions using the linear or quadratic curve of best fit. Determine the quadratic curve of best fit for the data. Then estimate what the value of y will be when x =
36 Practice Items This concludes the student performance information for the spring 2012 Algebra I SOL test. Additionally, test preparation practice items for Algebra I can be found on the Virginia Department of Education Web site at: 36
Student Performance Analysis. Algebra I Standards of Learning
Student Performance Analysis Algebra I Standards of Learning Practice for SOL A.1 Select each phrase that verbally translates this algebraic expression: One fourth times the cube root of x less five. One
More informationAlgebra 1 Prince William County Schools Pacing Guide (Crosswalk)
Algebra 1 Prince William County Schools Pacing Guide 2017-2018 (Crosswalk) Teacher focus groups have assigned a given number of days to each unit based on their experiences and knowledge of the curriculum.
More informationEquations and Inequalities
Algebra I SOL Expanded Test Blueprint Summary Table Blue Hyperlinks link to Understanding the Standards and Essential Knowledge, Skills, and Processes Reporting Category Algebra I Standards of Learning
More informationVirginia Unit-Specific Learning Pathways. Grades 6-Algebra I: Standards of Learning
BUI L T F O VIR R G INIA 2014 2015 Virginia -Specific Learning Pathways Grades 6-Algebra I: Standards of Learning Table of Contents Grade 6...3 Grade 7...6 Grade 8...9 Algebra I... 11 Grade 6 Virginia
More informationMathematics Textbook Correlation to the 2016 Algebra I Standards of Learning and Curriculum Framework
and Curriculum Framework Publisher: McGraw-Hill School Education Text: Algebra 1 Copyright date 2018 A.1 The student will a) represent verbal quantitative situations algebraically; and TE: 5-9, 23-29,
More informationFirst Nine Weeks Grade: 9 Subject: Algebra I Year: IN PROGRESS
First Nine Weeks Grade: 9 Subject: Algebra I Year: IN PROGRESS 2017-2018 # Day s SO L Student Essential Knowledge and Skills 2 Teacher/Alge bra Introductions Students and teachers will become acquainted
More informationFirst Nine Weeks Grade: 9 Subject: Algebra I Semester CIP Pacing Year:
First Nine Weeks Grade: 9 Subject: Algebra I Semester CIP Pacing Year: 2017-2018 # SO Student Resources Vocabula Bloom Day L Essential ry s s Knowledge and Skills 2 Teacher/Alge bra Introductions Textbook,
More informationAlgebra I Block Curriculum Map Key : Glencoe Algebra I; Glencoe Study Guide (SG) Glencoe Handbook (HB) Aleks (A)
Time frame Unit/Concepts PA Eligible Content Standard Assessments Resources Support Materials Period 1 Preparing for Algebra: Problem solving Number systems and operations A1.1.1.4.1 Use estimation to
More informationDeveloped in Consultation with Virginia Educators
Developed in Consultation with Virginia Educators Table of Contents Virginia Standards of Learning Correlation Chart.............. 6 Chapter 1 Expressions and Operations.................... Lesson 1 Square
More informationPENNSYLVANIA. There are laws for performing mathematical operations to ensure that the values obtained will be consistent. Absolute value.
Topic: 1. Real Numbers Days: 15 Know: Understand: Do: Absolute value Number Sets Vocabulary: integers rational numbers irrational numbers simplify evaluate There are laws for performing mathematical operations
More informationAll rights reserved. Reproduction of these materials for instructional purposes in public school classrooms in Virginia is permitted.
Algebra I Copyright 2009 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.doe.virginia.gov All rights reserved. Reproduction of these materials for instructional
More informationMA.8.1 Students will apply properties of the real number system to simplify algebraic expressions and solve linear equations.
Focus Statement: Students will solve multi-step linear, quadratic, and compound equations and inequalities using the algebraic properties of the real number system. They will also graph linear and quadratic
More informationAlgebra I Chapter 4 Curriculum and IXL
Chapter 4 Curriculum and IXL C4L1 Functions and Non-Functions Represent relations as mappings, sets of points, and graphs: WS Determine whether a relation is a function or not: WS C4L2 Linear and Non-Linear
More informationALGEBRA I CURRICULUM GUIDE Overview and Scope & Sequence
ALGEBRA I CURRICULUM GUIDE Overview and Scope & Sequence Loudoun County Public Schools 2013-2014 (Additional curriculum information and resources for teachers can be accessed through CMS) Algebra I Nine
More informationAlgebra 1 Curriculum Guide Lunenburg County Public Schools June 2014
Marking Period: 1 Days: 4 Reporting Category/Strand: Expressions and Operations SOL A.1 The student will represent verbal quantitative situations algebraically and evaluate these expressions for given
More information1: Translating Expressions
Algebra I 2017-2018 1: Translating Expressions Translate between words and math symbols, such as: The sum of twice a number and 3 Answer: 2n + 3 Also translate math symbols into verbal language. 5(x +
More informationx y x y ax bx c x Algebra I Course Standards Gap 1 Gap 2 Comments a. Set up and solve problems following the correct order of operations (including proportions, percent, and absolute value) with rational
More informationSolving Systems (A.5): 5 blocks - Graphing (1 block) - Substitution (2 blocks) - Elimination (2 blocks)
MATH: Algebra 1 Pacing: 18 blocks Review Unit (A.1): 5 blocks **Time here will depend on students prior knowledge** - Translating and Evaluating -Order of Operations -Multiple representations (concrete,
More informationIntro Activity 1.1 Translate verbal expressions into algebraic expressions with three or fewer terms
First Quarter ** NOTE: Include SOL review throughout each quarter. Stress application problems throughout the year. A good resource for fractions is on pp. 914-915. Review of prerequisite skills can be
More informationAlgebra 1: Unit Plans ( )
Algebra 1: Unit Plans (2015 2016) Unit 1: Expressions (A.1), Equations (A.4), Radicals (A.3) Timeline: Quarter 1 o Evaluate Expressions (A.1) o Translate Verbal Expressions (A.1) o Solve Equations (A.4)
More informationPennsylvania Algebra I Assessment Anchors and Eligible Content
A Correlation of Algebra 1, 2018 To the Assessment Anchors and Eligible Content Copyright 2017 Pearson Education, Inc. or its affiliate(s). All rights reserved to the MODULE 1 Operations and Linear Equations
More informationEvaluate the expression if x = 2 and y = 5 6x 2y Original problem Substitute the values given into the expression and multiply
Name EVALUATING ALGEBRAIC EXPRESSIONS Objective: To evaluate an algebraic expression Example Evaluate the expression if and y = 5 6x y Original problem 6() ( 5) Substitute the values given into the expression
More informationAlgebra I Learning Targets Chapter 1: Equations and Inequalities (one variable) Section Section Title Learning Target(s)
Chapter 1: Equations and Inequalities (one variable) Section Learning Target(s) I can 1.2 Evaluate and Simplify Algebraic Expressions 1. Evaluate and simplify numeric and algebraic expressions (order of
More information8th Grade Curriculum. Unit 1 - Equations. Quality Questions. Learning Targets. Skills
Unit 1 - Equations How can you use reasoning to explain order of operations? Why does it make sense to use inverse operations to isolate variables in multistep equations? How can we utilze equations to
More informationevaluate functions, expressed in function notation, given one or more elements in their domains
Describing Linear Functions A.3 Linear functions, equations, and inequalities. The student writes and represents linear functions in multiple ways, with and without technology. The student demonstrates
More informationIntroduction to Algebra
Translate verbal expressions into mathematics expressions. Write an expression containing identical factors as an expression using exponents. Understand and apply the rules for order of operations to evaluate
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES. ALGEBRA I Part II 1 st Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA I Part II 1 st Nine Weeks, 2016-2017 OVERVIEW Algebra I Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationNote: Square Roots: include perfect squares and non-perfect squares in comparing objective and perfect square in order of operations.
Algebra I Trimester Curriculum Revised 9/4/15 Algebra IA 60 days (36 intructional : 7 review : 7 assessment) (3 days missed) (2 days final assessment) (5 days: Aleks : CDT) Unit 1 - Operations with Real
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES HONORS ALGEBRA II. 1 st Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES HONORS ALGEBRA II 1 st Nine Weeks, 2016-2017 OVERVIEW Algebra II Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationAlgebra 1 Khan Academy Video Correlations By SpringBoard Activity and Learning Target
Algebra 1 Khan Academy Video Correlations By SpringBoard Activity and Learning Target SB Activity Activity 1 Investigating Patterns 1-1 Learning Targets: Identify patterns in data. Use tables, graphs,
More informationKeystone Assessment. Strategies for ELL & IEP. Keystone Anchor/Descriptor. All students will be able to
Module 1 Operations and Linear Equations & Inequalities A.1.1.1 Operations with Real Numbers & A.1.1.1.1 Properties of Real Number A.1.1.1.1.1 A. Introduction to Number Systems All students will cite evidence
More informationNine Week SOL Time Allotment
6/5/2018 Nine Week SOL Time Allotment 1 Prerequisite Skills and Beginning of year activities A.1 Translating and Evaluating Expressions and Equations A.4 ace Solve Multi-step equations including variables
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES. ALGEBRA I Part I. 1 st Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA I Part I 1 st Nine Weeks, 2016-2017 OVERVIEW Algebra I Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationHow do you write and evaluate algebraic expressions? How can algebraic expressions and equations represent actual situations?
Topic: Expressions, Equations and Functions Days: 13 Key Learning: Expressions, equations, tables and graphs are used to model realworld situations. Unit Essential Question(s): How do you write and evaluate
More informationNine Week SOL Time Allotment. A.4a, b and A.5a - Properties. A.1b and A.3c - Order of Operations. A.1b - Evaluating Expression
6/5/2018 Nine Week SOL Time Allotment A.4a, b and A.5a - Properties A.1b and A.3c - Order of Operations A.1b - Evaluating Expression 3 Days 1 Day 4 Days 1 8.17 and 8.18 - Simplifying Expressions 4 Days
More informationFirst Quarter Second Quarter Third Quarter Fourth Quarter Unit 1: Expressions and Operations 2.5 weeks/6 blocks
Algebra 1/Algebra 1 Honors Pacing Guide Focus: Third Quarter First Quarter Second Quarter Third Quarter Fourth Quarter Unit 1: Expressions and Operations 2.5 weeks/6 blocks Unit 2: Equations 2.5 weeks/6
More informationMiddle School Algebra 1 Pacing Guide Lynchburg City Schools
Grading Period: 1 st Nine Weeks Days to Teach = 44 SOL & Enabling Objectives: Description Text Recommended Activities Time Frame Begin the school year with relationship building activities continue integrating
More informationCURRICULUM UNIT MAP 1 ST QUARTER. COURSE TITLE: Applied Algebra 1 GRADE: 9
1 ST QUARTER Unit 1: Exploring Rational Numbers WEEK 1-3 Objectives: Write equations and formulas to solve application problems Compare order and plot rational and irrational numbers, including square
More informationALGEBRA I CURRICULUM GUIDE Overview and Scope & Sequence
ALGEBRA I CURRICULUM GUIDE Overview and Scope & Sequence Loudoun County Public Schools 2017-2018 (Additional curriculum information and resources for teachers can be accessed through CMS and VISION) 1
More informationBeginning Algebra. 1. Review of Pre-Algebra 1.1 Review of Integers 1.2 Review of Fractions
1. Review of Pre-Algebra 1.1 Review of Integers 1.2 Review of Fractions Beginning Algebra 1.3 Review of Decimal Numbers and Square Roots 1.4 Review of Percents 1.5 Real Number System 1.6 Translations:
More information8th Grade Curriculum. Unit 1 - Equations. Quality Questions. Learning Targets. Skills. Assessments. Activities. Resources
Unit 1 - Equations How can you use reasoning to explain order of operations? Why does it make sense to use inverse operations to isolate variables in multistep equations? How can we utilze equations to
More informationCURRICULUM CATALOG. Algebra I (3130) VA
2018-19 CURRICULUM CATALOG Table of Contents COURSE OVERVIEW... 1 UNIT 1: FOUNDATIONS OF ALGEBRA... 1 UNIT 2: LINEAR EQUATIONS... 2 UNIT 3: FUNCTIONS... 2 UNIT 4: INEQUALITIES AND LINEAR SYSTEMS... 2 UNIT
More informationPacing Guide. Algebra II. Robert E. Lee High School Staunton City Schools Staunton, Virginia
Pacing Guide Algebra II Robert E. Lee High School Staunton City Schools Staunton, Virginia 2010-2011 Algebra 2 - Pacing Guide 2010 2011 (SOL# s for the 2011 2012 school year are indicated in parentheses
More informationRevised: 2/19/09 Unit 1 Pre-Algebra Concepts and Operations Review
2/19/09 Unit 1 Pre-Algebra Concepts and Operations Review 1. How do algebraic concepts represent real-life situations? 2. Why are algebraic expressions and equations useful? 2. Operations on rational numbers
More informationTopics Covered in Math 115
Topics Covered in Math 115 Basic Concepts Integer Exponents Use bases and exponents. Evaluate exponential expressions. Apply the product, quotient, and power rules. Polynomial Expressions Perform addition
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES. ALGEBRA I Part II. 2 nd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA I Part II 2 nd Nine Weeks, 2016-2017 1 OVERVIEW Algebra I Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationAlgebra 2 (3) Apex - Semester 1 Part A
Algebra 2 (3) Apex - Semester 1 Part A Name Algebra I Literacy Advantage Unit 1 : The Need to Read Lesson 1.1 : Reading and Vocabulary Activity 1.1.1 : Study - Active Reading Learn skills and strategies
More informationAlgebra Performance Level Descriptors
Limited A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Algebra. A student at this level has an emerging ability to A student whose performance
More informationWestmoreland County Public Schools Pacing Guide and Checklist Algebra 1
Westmoreland County Public Schools Pacing Guide and Checklist 2018-2019 Algebra 1 translate algebraic symbolic quantitative situations represent variable verbal concrete pictorial evaluate orders of ops
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES. ALGEBRA I Part I. 2 nd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA I Part I 2 nd Nine Weeks, 2016-2017 OVERVIEW Algebra I Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationMaster Map Algebra (Master) Content Skills Assessment Instructional Strategies Notes. A. MM Quiz 1. A. MM Quiz 2 A. MM Test
Blair High School Teacher: Brent Petersen Master Map Algebra (Master) August 2010 Connections to Algebra Learn how to write and -Variables in Algebra -Exponents and Powers -Order of Operations -Equations
More informationcorrelated to the Utah 2007 Secondary Math Core Curriculum Algebra 1
correlated to the Utah 2007 Secondary Math Core Curriculum Algebra 1 McDougal Littell Algebra 1 2007 correlated to the Utah 2007 Secondary Math Core Curriculum Algebra 1 The main goal of Algebra is to
More informationHarbor Creek School District. Algebra II Advanced. Concepts Timeframe Skills Assessment Standards Linear Equations Inequalities
Algebra II Advanced and Graphing and Solving Linear Linear Absolute Value Relation vs. Standard Forms of Linear Slope Parallel & Perpendicular Lines Scatterplot & Linear Regression Graphing linear Absolute
More informationPAP Geometry Summer Work- Show your work
PRE- PAP Geometry Summer Work- Show your work Solve the equation. Check your solution. 1. 2. Solve the equation. 3. 4. 5. Describe the values of c for which the equation has no solution. Write the sentence
More informationControlling the Population
Lesson.1 Skills Practice Name Date Controlling the Population Adding and Subtracting Polynomials Vocabulary Match each definition with its corresponding term. 1. polynomial a. a polynomial with only 1
More informationMathematics. Algebra I (PreAP, Pt. 1, Pt. 2) Curriculum Guide. Revised 2016
Mathematics Algebra I (PreAP, Pt. 1, Pt. ) Curriculum Guide Revised 016 Intentionally Left Blank Introduction The Mathematics Curriculum Guide serves as a guide for teachers when planning instruction and
More informationEvaluate algebraic expressions for given values of the variables.
Algebra I Unit Lesson Title Lesson Objectives 1 FOUNDATIONS OF ALGEBRA Variables and Expressions Exponents and Order of Operations Identify a variable expression and its components: variable, coefficient,
More informationACCRS/QUALITY CORE CORRELATION DOCUMENT: ALGEBRA I
ACCRS/QUALITY CORE CORRELATION DOCUMENT: ALGEBRA I Revised March 25, 2013 Extend the properties of exponents to rational exponents. 1. [N-RN1] Explain how the definition of the meaning of rational exponents
More informationAlgebra 1. Correlated to the Texas Essential Knowledge and Skills. TEKS Units Lessons
Algebra 1 Correlated to the Texas Essential Knowledge and Skills TEKS Units Lessons A1.1 Mathematical Process Standards The student uses mathematical processes to acquire and demonstrate mathematical understanding.
More informationInstructional Unit Basic Statistics Algebra II #309 Unit Content Objective Performance Indicator Performance Task State Standards Code:
Algebra II Instructional Unit Basic Statistics -Displaying data with dotplots and The students will be -Use scientific or graphing -Classroom discussion 2.1.11.A stemplots. able to evaluate calculator
More informationMuskogee Public Schools Curriculum Map
Muskogee Public Schools Curriculum Map 2009-20010 Course: Algebra II Grade Level: 9-12 Nine- 1 st Nine Standard 1: Number Systems and Algebraic Operations - The student will perform operations with rational,
More informationAlgebra 1 Seamless Curriculum Guide
QUALITY STANDARD #1: REAL NUMBERS AND THEIR PROPERTIES 1.1 The student will understand the properties of real numbers. o Identify the subsets of real numbers o Addition- commutative, associative, identity,
More informationAlgebra 1. Standard 1: Operations With Real Numbers Students simplify and compare expressions. They use rational exponents and simplify square roots.
Standard 1: Operations With Real Numbers Students simplify and compare expressions. They use rational exponents and simplify square roots. A1.1.1 Compare real number expressions. A1.1.2 Simplify square
More informationUnit 1 Vocabulary. A function that contains 1 or more or terms. The variables may be to any non-negative power.
MODULE 1 1 Polynomial A function that contains 1 or more or terms. The variables may be to any non-negative power. 1 Modeling Mathematical modeling is the process of using, and to represent real world
More informationMathematics Textbook Correlation to the 2016 Algebra I Standards of Learning and Curriculum Framework
Publisher: Carnegie Learning Text: Algebra 1 (blended) Copyright date 2012-2017 Contact: Tracey Bradley Phone#: (888) 851-7094 x463 E-mail: tbradley@carnegielearning.com A.1 The student will framework.
More informationAlgebra I Unit Report Summary
Algebra I Unit Report Summary No. Objective Code NCTM Standards Objective Title Real Numbers and Variables Unit - ( Ascend Default unit) 1. A01_01_01 H-A-B.1 Word Phrases As Algebraic Expressions 2. A01_01_02
More informationA VERTICAL LOOK AT KEY CONCEPTS AND PROCEDURES ALGEBRA I
A VERTICAL LOOK AT KEY CONCEPTS AND PROCEDURES ALGEBRA I Revised TEKS (2012): Building to Algebra I Linear Functions, Equations, and Inequalities A Vertical Look at Key Concepts and Procedures Determine
More informationModule 1: Whole Numbers Module 2: Fractions Module 3: Decimals and Percent Module 4: Real Numbers and Introduction to Algebra
Course Title: College Preparatory Mathematics I Prerequisite: Placement with a score below 20 on ACT, below 450 on SAT, or assessing into Basic Applied Mathematics or Basic Algebra using Accuplacer, ASSET
More informationAlgebra I. Standard Processes or Content Strand CLE Course Level Expectation SPI State Performance Indicator Check for Understanding
Algebra I 111 Standard Processes or Content Strand CLE Course Level Expectation SPI State Performance Indicator Check for Understanding Standard 1 Mathematical Processes CLE 3102.1.1 Use mathematical language,
More informationCourse: Algebra 2 Level: Regular Date: 11/2016 Algebra 2 Curriculum. Unit 3: Quadratic Functions 36 Days 18 Days
Algebra 2 Curriculum Chambersburg Area School District Course Map Timeline 2016 Units *Note: unit numbers are for reference only and do not indicate the order in which concepts need to be taught Unit 1:
More informationModule 1. Identify parts of an expression using vocabulary such as term, equation, inequality
Common Core Standards Major Topic Key Skills Chapters Key Vocabulary Essential Questions Module 1 Pre- Requisites Skills: Students need to know how to add, subtract, multiply and divide. Students need
More informationAlgebra I Assessment. Eligible Texas Essential Knowledge and Skills
Algebra I Assessment Eligible Texas Essential Knowledge and Skills STAAR Algebra I Assessment Mathematical Process Standards These student expectations will not be listed under a separate reporting category.
More informationPre AP Algebra. Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra
Pre AP Algebra Mathematics Standards of Learning Curriculum Framework 2009: Pre AP Algebra 1 The content of the mathematics standards is intended to support the following five goals for students: becoming
More informationTeacher: CORE Algebra Year: Essential Questions Content Skills Vocabulary Assessments
Teacher: CORE Algebra Year: 2010-11 Course: Algebra Month: All Months S e p t e m b e r THE LANGUAGE OF ALGEBRA AND REAL NUMBERS Essential Questions Content Skills Vocabulary Assessments Algebraic Properties
More informationAlgebra I Vocabulary Cards
Algebra I Vocabulary Cards Table of Contents Expressions and Operations Natural Numbers Whole Numbers Integers Rational Numbers Irrational Numbers Real Numbers Absolute Value Order of Operations Expression
More informationMATH Spring 2010 Topics per Section
MATH 101 - Spring 2010 Topics per Section Chapter 1 : These are the topics in ALEKS covered by each Section of the book. Section 1.1 : Section 1.2 : Ordering integers Plotting integers on a number line
More informationAlgebra I Prioritized Curriculum
Essential Important Compact Prioritized Curriculum M.O.A1.2.1 formulate algebraic expressions for use in equations and inequalities that require planning to accurately model real-world problems. M.O.A1.2.2
More informationCURRICULUM CATALOG. Algebra II (3135) VA
2018-19 CURRICULUM CATALOG Algebra II (3135) VA Table of Contents COURSE OVERVIEW... 1 UNIT 1: STRUCTURE AND FUNCTIONS... 1 UNIT 2: LINEAR FUNCTIONS... 2 UNIT 3: INEQUALITIES AND ABSOLUTE VALUE... 2 UNIT
More informationAlgebra I. Unit 1 Connections to Algebra
Unit 1 Connections to Algebra Time: 15 days Objectives: 1, 2, 8 and 9 Translate verbal into mathematical Write using exponents Use the order of operations to evaluate Solve open sentences by performing
More informationAlgebra 1.5. Content Skills Learning Targets Assessment Resources & Technology CEQ:
St. Michael Albertville High School Teacher: Mindi Sechser Algebra 1.5 September 2015 Content Skills Learning Targets Assessment Resources & Technology CEQ: Chapters 1 3 Review Variables, Function Patterns,
More informationAlgebra I. Mathematics Curriculum Framework. Revised 2004 Amended 2006
Algebra I Mathematics Curriculum Framework Revised 2004 Amended 2006 Course Title: Algebra I Course/Unit Credit: 1 Course Number: Teacher Licensure: Secondary Mathematics Grades: 9-12 Algebra I These are
More informationNumber Sense and Operations Strand
Number Sense and Operations Strand Students will understand numbers, multiple ways of representing numbers, relationships among numbers, and number systems. Number Theory NY A.N.1 Identify and apply the
More informationWESTMORELAND COUNTY PUBLIC SCHOOLS Integrated Instructional Pacing Guide and Checklist Foundations of Algebra
WESTMORELAND COUNTY PUBLIC SCHOOLS 2011 2012 Integrated Instructional Pacing Guide and Checklist Foundations of Algebra FIRST QUARTER Units 1 2 3 4 6 7 8 9 (s) Integers 7.3 Polynomials Operations A.2 Perfect
More informationAlgebra 1 Math Year at a Glance
Real Operations Equations/Inequalities Relations/Graphing Systems Exponents/Polynomials Quadratics ISTEP+ Radicals Algebra 1 Math Year at a Glance KEY According to the Indiana Department of Education +
More informationCourse Outcome Summary
Course Information: Description: Instruction Level: 9-12 Total Credits: 2 Prerequisites: Textbooks: Course Algebra I Algebra is a symbolic extension of arithmetic and allows you to solve more complex problems
More informationCarbon Career & Technical Institute
Course: Algebra I Carbon Career & Technical Institute A1.1.1.3.1 - Simplify/evaluate expressions involving properties/laws of exponents, roots, and/or absolute values to solve problems. Aug. and Sept.
More informationAlgebra II. Math Curriculum Guide
Algebra II Math Curriculum Guide Algebra II Curriculum Guide The DCPS Curriculum Guide contains key concepts and SOL numbers for each week. These skill areas must be crossed referenced with the DOE Enhanced
More informationWAYNESBORO AREA SCHOOL DISTRICT CURRICULUM - ALGEBRA 1 (June 2014)
WAYNESBORO AREA SCHOOL DISTRICT CURRICULUM - ALGEBRA 1 (June 2014) COURSE NAME: Algebra 1 UNIT: Chapter 1 Expressions, Equations, and Functions UNIT : How do you write and evaluate algebraic expressions,
More informationAlgebra 1 Correlation of the ALEKS course Algebra 1 to the Washington Algebra 1 Standards
Algebra 1 Correlation of the ALEKS course Algebra 1 to the Washington Algebra 1 Standards A1.1: Core Content: Solving Problems A1.1.A: Select and justify functions and equations to model and solve problems.
More informationMS Algebra 1 Scope and Sequence Quarter 1 Overview
Quarter 1 Overview Equations, Inequalities, Absolute Value Students must master creating, solving, and In 7 th grade, students will have developed a Write, solve, and interpret multi-step equations analyzing
More informationStudents will be able to simplify numerical expressions and evaluate algebraic expressions. (M)
Morgan County School District Re-3 August What is algebra? This chapter develops some of the basic symbolism and terminology that students may have seen before but still need to master. The concepts of
More informationAlgebra 1.5 Year Long. Content Skills Learning Targets Assessment Resources & Technology CEQ: Chapters 1 2 Review
St. Michael Albertville High School Teacher: Mindi Sechser Algebra 1.5 Year Long August 2015 CEQ: Chapters 1 2 Review Variables, Function A. Simplification of Patterns, and Graphs Expressions LT1. I can
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA II. 2 nd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA II 2 nd Nine Weeks, 2016-2017 1 OVERVIEW Algebra II Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More informationAlgebra 1 Standards Curriculum Map Bourbon County Schools. Days Unit/Topic Standards Activities Learning Targets ( I Can Statements) 1-19 Unit 1
Algebra 1 Standards Curriculum Map Bourbon County Schools Level: Grade and/or Course: Updated: e.g. = Example only Days Unit/Topic Standards Activities Learning Targets ( I 1-19 Unit 1 A.SSE.1 Interpret
More informationCarnegie Learning High School Math Solution Virginia Standards Alignment: Algebra I
Virginia Standards Alignment: 5: 5.1: Go for the Curve! (p. 295) The student will 6: Systems of 6.1: Prepping for the Robot Challenge (p. 367) 6.2: There s Another Way? (p. 383) 6.3: What s for Lunch?
More informationEast Penn School District Secondary Curriculum
East Penn School District Secondary Curriculum A Planned Course Statement For Algebra 1 Honors Course # 7330 Grade(s) 7-8 Department: Mathematics Length of Period (mins.) 41 Total Clock Hours: 123 Periods
More informationAnswer Key. Solve each equation x - 9 = (n + 2) = b - 6 = -3b + 48
Solve each equation. 1. -3x - 9 = -27 2. 25 + 2(n + 2) = 30 3. -9b - 6 = -3b + 48 x = 6 n = 1 / 2 b = -9 4. 5 - (m - 4) = 2m + 3(m - 1) 5. -24-10k = -8(k + 4) - 2k 6. f - (-19) = 11f + 23-20f m = 2 no
More informationName: Date: Block: The 28 LEARNING TARGETS on the Mid-Term are listed below:
Algebra Mid-Term STUDY GUIDE A., A., A.4, A.6, A.7, A.9, A.0 Name: Date: Block: The 8 LEARNING TARGETS on the Mid-Term are listed below: Use the order of operations (PEMDAS) to evaluate a numeric expression
More informationNEW YORK ALGEBRA TABLE OF CONTENTS
NEW YORK ALGEBRA TABLE OF CONTENTS CHAPTER 1 NUMBER SENSE & OPERATIONS TOPIC A: Number Theory: Properties of Real Numbers {A.N.1} PART 1: Closure...1 PART 2: Commutative Property...2 PART 3: Associative
More informationALGEBRA 1 CURRICULUM COMMON CORE BASED
ALGEBRA 1 CURRICULUM COMMON CORE BASED (Supplemented with 8th grade PSSA anchors ) UPPER MERION AREA SCHOOL DISTRICT 435 CROSSFIELD ROAD KING OF PRUSSIA, PA 19406 8/20/2012 PA COMMON CORE ALIGNED MATHEMATICS
More information